Logic Model of Supervision as an Educational Activity for Training in Clinical Psychology: Conceptions of Clinical Supervisors

DOI:  https://doi.org/10.12804/apl34.2.2016.06

Article Sidebar

PDF (Español (España)) HTML (Español (España)) Lector Inteligente (Español (España)) ePub (Español (España))

Published: May 4, 2016
Issue: Vol. 34 No. 2 (2016)
Section Artículos


Keywords: modelo lógico , supervisión , psicología clínica , concepciones , logic model , supervision , clinical psychology , conceptions modelo lógico , supervisão , psicologia clínica , concepções

Main Article Content

Authors

Hamer Bastidas-Bilbao Universidad de los Andes
Ana María Velásquez Universidad de los Andes
Abstract
This qualitative study aimed to formulate a logic model describing the clinical supervision as an educational and programmatic activity. Data was collected by interviewing 10 clinical supervisors affiliated with a bachelor’s program in psychology and a master’s program in clinical psychology, offered by a privately-owned university located in Bogotá, Colombia. Answers were analyzed following the NCT method (noticing things, collecting things, thinking about things). Descriptors of resources, activities and results were obtained in addition to the identification of these critical issues: (1) a higher specialization of resources used in the master’s program; (2) the contribution of psychosocial projects at the bachelor’s level; (3) a differential implementation of activities oriented towards development of metacognition and reflection on the learning process; (4) type and quality of evidence collected by supervisors in relation to the supervisees’ learning outcomes, and (5) the need for designing and implementing observable indicators of skill and competence development. This logic model is an appropriate antecedent to the formulation of research questions that could be answered by conducting a further evaluation study of this program.
How to Cite
Bastidas-Bilbao, H., & Velásquez, A. M. (2016). Logic Model of Supervision as an Educational Activity for Training in Clinical Psychology: Conceptions of Clinical Supervisors. Avances En Psicología Latinoamericana, 34(2), 293–314. https://doi.org/10.12804/apl34.2.2016.06
References

Alvim-Saraiva, L. & Tiellet-Nunes, M. L. (2007). A supervisao na formacao no analista e do psicoterapeuta psicanalitico. Estudos de Psicologia, 12(3), 259-268.

Association of State and Provincial Psychology Boards. (1998). Final Report of the ASPPB Task Force on Supervision Guidelines. Montgomery, AL: Autor.

Auerbach, C. F. & Silverstein, L. B. (2003). Qualitative Data. An Introduction to Coding and Analysis. Nueva York, NY: New York University.

Baird, B. N. (2011). The Internship, Practicum, and Field Placement Handbook. Boston, MA: Prentice Hall.

Bernard, J. M., & Goodyear, R. K. (2004). Fundamentals of Clinical Supervision. Boston, MA: Pearson.

Boris, G. D. J. B. (2008). Versoes de sentido: un instrumento fenomenológico-existencial para a supervisao de psicoterapeutas iniciantes. Psicologia Clínica do Rio de Janeiro, 20(1), 165-180.

Castañeda-Cantillo, A. E., Abreo-Ortiz, A. M. & Parra-Benavides, F. (2006). Aproximaciones a la construcción de un modelo de formación por competencias como interventores de sistemas humanos para estudiantes de psicología de último año. Diversitas – Perspectivas en Psicología, 2(1), 20-41.

Cruz-Fernández, J. P. (2009). Enfoque estratégico y formación de terapeutas. Terapia Psicológica, 27(1), 129-142.

Falender, C. & Shafranske, E. P. (2004). Clinical Supervision: A Competency-based Approach. Washington, DC: APA.

Fortunato-Costa, L., Ribeiro, M. A., Penso, M. A. & Campos de Almeida, T. M. (2008). O desafio da supervisao e pesquisa-acao em casos de abuso sexual: os profesores e suas questoes. Paidéia, 18(40), 355-370.

Friese, S. (2012). Qualitative Data Analysis with ATLAS.ti. Londres: Sage.

Goodyear, R. K., & Nelson, M. L. (1997). The major formats of psychotherapy supervision. En C. E. Watkins (Ed). Handbook of Psychotherapy Supervision. Nueva York, NY: Wiley.

Lizzio, A., Wilson, K. & Que, J. (2009). Relationship dimensions in the professional supervision of psychology graduates: supervisee perceptions of processes and outcome. Studies in Continuing Education, 31(2), 127-140.

Mafacioli da Silva, G., Colomé-Beck, C. L., Costa de Figueiredo, A. C. & Cassol-Prestes, F. (2012). O processo do trabalho na supervisao clínico-institucional nos centros de atencao psicossocial CAPS. Revista Latinoamericana de Psicopatología Fundamental, 15(2), 309-322.

Malloy, K. A., Dobbins, J. E., Ducheny, K. & Winfrey, L. L. (2010). The management and supervision competency: current and future directions. En M. B. Kenkel & R. L. Peterson (Eds). Competency-based Supervision for Professional Psychology. Washington, DC: APA.

McDavid, J. C. & Hawthorn, L. R. L. (2006). Program Evaluation & Performance Measurement: An Introduction to Practice. Thousand Oaks, CA: Sage.

McLaughlin, J. A. & Jordan, G. B. (2004). Using logic models. En J. S. Wholey, H. P. Hatry & K. E. Newcomer (Eds). Handbook of Practical Program Evaluation. San Francisco, CA: Jossey-Bass, pp. 7-32.

Milne, D. (2009). Evidence-Based Clinical Supervision: Principles and Practice. Malden, MA: BPS Blackwell.

Moon, J. A. (2004). A Handbook of Reflective and Experiential Learning: Theory and Practice. Londres: RoutledgeFalmer.

Morris, S. B. & Haas, L. J. (1984). Evaluating undergraduate field placements: an empirical approach. Teaching of Psychology, 11(3), 166-168.

Ocampo, M., Suárez, R., Fonseca, M. A., & Aguirre, D. C. (2012). Características socio-demográficas del psicólogo colombiano. En D. Castrillón-Moreno (Comp). Condiciones sociodemográficas, educativas, laborales y salariales del psicólogo colombiano. Bogotá: Colegio Colombiano de Psicólogos.

Perkins, D. (1998). What is understanding?. En M. Stone Wiske. (Ed). Teaching for Understanding. San Francisco, CA: Jossey-Bass.

Rodríguez, D. M. & Niño-Rojas, J. A. (2006). Marco comprensivo para el estudio de los procesos de formación de terapeutas. Diversitas – Perspectivas en Psicología, 2(1), 42-54.

Russell, R. K. & Petrie, T. (1994). Issues in training effective supervisors. Applied and Preventive Psychology, 3, 27-42.

Stake, R. E. (1998). Investigación con Estudio de Casos. Madrid: Morata.

Stake, R. E. (2006). Multiple Case Study Analysis. Nueva York, NY: Guilford.

Stake, R. E. (2010). Qualitative Research: Studying how Things Work. Nueva York, NY: Guilford.

Stufflebeam, D. L., & Shinkfield, A. J. (1987). Evaluación Sistemática: Guía, Teoría y Práctica. Barcelona: Paidós.

Stufflebeam, D. L., & Shinkfield, A. J. (2007). Evaluation Theory, Models, and Applications. San Francisco, CA: Jossey-Bass.

Teles-Tavora, M. (2002). Um modelo de supervisao clínica na formacao do estudante de psicologia: a experiencia da UFC. Psicologia em Estudo, 7(1), 121-130.

Universidad de los Andes. (2008). Maestría en psicología clínica y de la salud. Bogotá: Autor.

Universidad de los Andes. (2014). Pregrado en psicología. Recuperado 01 de Marzo de 2014 desde http://psicologia.uniandes.edu.co/index.php/programas/pregrado-en-psicologia/por-que-hacer-el-pregrado-en-psicologia

Watkins, C. E. (1997). Handbook of Psychotherapy Supervision. Nueva York, NY: Wiley.

Wolfgang, D. G. (1976). The psychology teacher and undergraduate field experience courses: the problem of supervision. Teaching of Psychology, 3(4), 183-184.

Zaslavsky, J., Tiellet-Nunes, M. L. & Laks-Eizirik, C. (2003). A supervisao psicanalítica: revisao e uma proposta de sistematizacao. Revista de Psiquiatria do Rio Grande do Sul, 25(2), 297-309.

Query Statistics

Downloads

Download data is not yet available.
Publcation metrics

1754 1439




 

Crossref
Scopus
Google Scholar
Europe PMC

Authors retain copyright and ensure the journal's right to be the first publication of the work as licensed under a Creative “Commons Attribution License” that allows others to share the work with an acknowledgment of authorship of the work and the initial publication in this journal.